Maralee Mayberry

Reproductive and Resistant Pedagogies: The Comparative Roles of Collaborative Learning and Feminist Pedagogy in Science Education.

The underrepresentation of women (and men of color) in science has motivated many science educators to develop innovate classroom pedagogies aimed at making science courses and curricula more attractive and inviting to all students. One dominant approach to reforming science education is to transform how students learn by implementing collaborative approaches to learning in the classroom. Feminist pedagogy is an alternative approach to science education reform that is concerned with transforming both how students of science learn and the science curriculum that students are expected to learn. This article first compares and contrasts collaborative learning and feminist pedagogy. It then addresses the implications and consequences of each for science education. The theoretical and epistemological foundations of each approach demonstrates that choosing a classroom pedagogy is not an apolitical act. Collaborative approaches to science education serve to reproduce the dominant discourse of existing science systems. In contrast, feminist pedagogy resists the dominant discourse and invites all students to learn science, but more important, it invites them also to critically analyze existing scientific systems and the relationship of those systems to power, oppression, and domination. J Res Sci Teach 35: 443–459, 1998.

Family Unity Objectives of Parents Who Teach Their Children: Ideological and Pedagogical Orientations to Home Schooling.

This article examines parents who teach their children at home. Using the results from two qualitative studies the article suggests, while families have complex motives for teaching their children at home, an important commonality underlies their decision. Regardless of their orientation to home schooling the parents in these two studies felt that establishing a home school would allow them to maintain or further develop unity within the family. The article suggests a familys decision to home school is often made in an attempt to resist the effects on the family unit of urbanization and modernization. The policy implications of this finding are discussed.

Connecting Girls and Science: Constructivism, Feminism, and Science Education Reform (review)

American Association for the Advancement of Science. 1993. Benchmarks for Science Literacy. New York: Oxford University Press. Barton, Angela Calabrese. 1998. Feminist Science Education. New York: Teachers College Press. Fox Keller, Evelyn. 1985. Refl ections on Gender and Science. New Haven: Yale University Press Harding, Sandra. 1986. The Science Question in Feminism. Ithaca: Cornell University Press.